Coys CHAPTER OUTLINE Communication, . ! Some nS Coaching, and ominemiinisln thn treet ioma Sending Messages and Going Istrucions Cont Haraganen Ses Conflict Skills te a es Feedback The Importance of edad ames Apprences to Geng Inning Ch Rtn Responding Confie Reion Learning Outcomes fic Wenge Melitg Conic Reition ‘After studying this chapter, you should be able to: Sehegeews- Ht Ge fda on Neg © sec staps in the ral message-sanding proces. ing ples Conch a Hon te Gi Coaching Fedtad message recelving process p. 189 © Describe paraphrasing and state why itis used. ps! © \deraty ono common approaches to geting feedback and explin wy they dont work. p.192 © Describe the difference between critica and coaching feedback p. 197 © Discuss the relationship between the performance formula and te coaching model. 198 © ene the five confice management siyles.p.201 © Us: tne seps inthe ntaing conic resolution model p. 206 Whats iim —ad Wy Dae Wee Th Caching Medel for Emplpes Wo fre Peroming Below Sands Menon 183 opposes nme Akt eur yc inp De i ge ny ence eC aarp cer anon el atop ape Loma oe oe Gea" ear a feats184 PART 2 TEAM LEADERSHIP CRC a Oe ‘The Ranch Golf Club (The Ranch), where every player is ‘a special guest for the day. opened in 2001 in Southwick Massachusetts. The Ranch’s competitive advantage is its Upscale public course with links, woods, and a variaty of levations with unsurpassed service in New England. From the start, The Ranch strived to be the best golf club in New England In less than a yearThe Ranch earned a 4-star ‘course rating, one of only four in New England. lt has gone ‘on to win numerous other awards So how did The Ranch get started? Prior to being a golf ‘dub it was a dairy farm owned by the Hall fami The Hall family wanted to turn the farm into a golf club with the help of Rowland Bates as project coordinator The Halls ‘were to provide the land, and investors would provide the capital Peter and Korby Clark were part owners of nearly 50 Jify Lubes seling most to Pennzoil in 1991. Bates offered Peter Clark the opportunity to create and help manage ‘anew golf club. Although Clark played go it was not so much the goif but the challenge of creating a new course and also playing an ongoing part in its management that interested him. Bates found two more investors, Bernard Chi and Ronald lzen, to provide the additional funding, ‘creating a one-third ownership by the Halls, Clarks, and Chiu and teen. The Clarks were happy to have the professional golf management team of Willowbend run day-to-day ‘operations because they had no experience managing fa golf club and they would not have to wore ful time at ‘The Ranch. However in 2005 Willowbend stopped manag- ing golf courses and sold its business. By then the Clarks hed gained enough experience running The Ranch and ro longer needed professional management. Peter Clark stopped his part-time coaching of football and baseball ard increased his management role to become the manag- ing partner, overseeing day-to-day operations, and Korby works full time too! OPENING CASE QUESTIONS: |. Why is communication important to the management of The Ranch? 2. How does management use feedback at The Ranch? 3. Is there a difference in managing an oil change business, a golf course, and a sports team, and hhow does Peter Clark use coaching at The Ranch? 4. Which conflict management style does Peter Clark tend to use at The Ranch? 5. What types of conflict resolutions do the Clarks deal with at The Ranch? Can you answer any of these questions? You'll find arswers to these questions and learn more about The Ranch and its leadership throughout the chapter: To learn more about The Ranch, or take a virtual tour of the course, vist its Web site at http:l www -theranchgolfelub.com. ceadership success is based on interpersonal skills,*and the focus ofthis chapter is on three important interrelated parts of interpersonal skills. They are communication, coaching, and conflict skills. We begin with sending and receiving communications, ecause itis the foundation for coaching and managing conflict. We also discuss feedback as it relates to both communication and coaching. Based on this foundation, you will learn how to coach followers, and then how to manage conflicts Communication In this section, we discuss the importance of communication in leadership and exam- ine the communication process of sending and receiving messages. CGnimiUni€atio n is carta come information and mening ‘True communication takes place only when all parties underst ‘message (information) from the same perspective (meaning). eprom nny ktm oer a ee in age Denese ceo pn ei der aarp cer anon el atop ape Loma oe oe Gea" ear a featsCHAPTER 6 COMMUNICATION, COACHING, AND CONFLICT SKILLS 185 Leaders use communications to influencing others,? so leaders need to have good communication skills.' Formal authority affects communication and, ultimately, performance.’ Managers use communications to monitor and reinforce performance standards‘ they share information’ Information processing is so important that orga zations are designed as a means to meet the information processing requirements gener- ated by interdependent activities.* Unfortunately, some managers distort information.? ‘Thus, managers are not trusted today, as only 17 percent of U.S. respondents stated the information provided by top leaders is credible, and this level does not exceed 30 percent in most developed countries.” ‘With changing technology, how we communicate has changed over the years as mo- bile technologies provide a constant pattern of communication," which blurs our work and nonwork lives.”? Communicating is a social process.!* and the trend is to use net- working” and social medi."® Facebook tends to be more personal and LinkedIn more professional networking,'*and people are using Twitter to get quick answers to ques- tions.” But no matter which technology we use to communicate, two important parts of communication remain: serding and receiving messages. Leaders send a variety of messages orally, in writing, and nonverbally. An important part ‘of a manager's job is to give instructions, which is sending a message. As managers, how ‘well we give instructions directly affects performance.'* Have you ever heard a manager say “This isn't what I asked for”? This tends to happen when managers do a poor job of ‘giving instructions, Let’s discuss how to avoid this problem, Before sending a message, we should plan it, remembering that brevity rules. Answer these questions while planning, What is the goal of my message? Who should receive my ‘message? When will my message be transmitted? Where will my message be transmitted? How will I send the message? With the receivers in mind, plan how you will convey the message so that it will be understood. Select the appropriate method for the audience and situation” (see Concept Application 6-1 fora lis). CONCEPT AP Methods of Sending Messages For each of these ten communication situations, select the most appropriate channel for transmiting the message. Wite the most appropriate letter in the blank before each item. Written communication (includes e-mailltexting (Oral communication and traditional methods) a. face-to-face fe. memo h. bulletin boare b £ letter i poster . presentation & report j. newsletter et (continued) eprom nny ktm oer a ee in age Denese ceo pn ei der aera ty Sgn toe aa ome Caps Lr ara Se nn oe yaa pass EE186 PART 2 TEAM LEADERSHIP 1. You want one of your employees to stop beng dsrintwe during meetings — 2 You have beaten the deadline on a major project and you want your boss to know about it so that t can have 2 postive influence on your next performance review. 3, Your child asked you to sell eandy at work for a fundraiser However you don't want to ask anyone in person 4. You have been asked for some financial information rating to your job. 5, You have been asked to speak at your union meeting — _& ‘Youwrite well and wart to be formally involved in sharing information Uwroughout the organization. 7. ‘You have been given 2 letter of complaint from a surplier and asked to respond. 8. You are waiting for an important letter to arrive, and you want to know if itis in the mall room yet. 9. You want workers to save electricity by shutting off the lights in the break room when no one i in it — 10. You have four employees from other departments who will be working on a new project You need to explain the project to them. List the steps in the oral message-sending process. Oral face-to-face communication is the richest channel because it allows for a maximum, amount of information to be transmitted through dialogue between the parties.» The big advantage over the other channels is that it allows us to read the person’s nonverbal com- munication. When using electronics, we lose the personal touch. ‘tis helpful to follow these stepsin the oral message-sending process: (1) develop rapport; (2) state your communication objective; (3) transmit your messages (4) check the receiver's understanding: and (5) get a commitment and follow up. Model 6.1 lists these steps. Step 1. Develop rapport. Put the receiver at ease. It is usually appropriate to begin ‘communications with small talk correlated to the message. It helps prepare the pperson to receive the message. © The Oral Message-Sending Process ‘©comnelaanin? Step 2. State your communication objective. [tis helpful for the receiver to know the desired end result of the communication before covering all the details. Step 3. Transmit your message. Tell the people what you want them to do—give instructions. Be sure to set deadlines for completing tasks. Take it a step at a eprom nny ktm oer a ee in age Denese ceo pn ei der aarp cer anon el atop ape Loma oe oe Gea" ear a featsCHAPTER 6 COMMUNICATION, COACHING, AND CONFLICT SKILLS 187 Fecal a space mack your anager asigned {oyu ently whch stops the manager Seandde rot use Inthe cralmesage. sending process. — WORK Aapleation 6-2 Selective or tree of thetpstatyoucan leone Basiecos tiped is eree time so you don't have information overload.”! We will discuss how to delegate task in Chapter 7 Step4. Check the receiver’s understanding. When communicating, we should ask direct questions and/or use paraphrasing. To simply ask “Do you have any questions?” does not check understanding. In the next section of this chapter, you will learn how to check understanding by using feedback. Step 5. Get a commitment and follow up. When giving instructions, itis important to get a commitment o the action. We need to make sure that followers can do the task and have it done by the deadline. Because the use of mobile technology will continue to increase, your written communica- tion skills are more important than ever.” Even if people aren't telling you that you're using incorrect grammar, they areevaluating you and may conclude you're not intelligent. So we have included some simple but important tips that can help you to improve your writing. + Lack of organization is a major writing problem. Before you begin writing, set an objec- tive for your communication, Keep the audience in mind. What do you want them to do? Make an outline, using letters and/or numbers, of the major points you want to get across. Now put the outline into written form. The first paragraph states the purpose of the communication. The middle paragraphs support the purpose of the communica- tion: facts, figures, and so forth. The last paragraph summarizes the major points and clearly states the action, i any, to be taken by you and other people. + Write to communicate, not to impress. Keep the message short and simple. Follow the 1-5-15 rule. Limit each paragraph to a single topic and an average of five sentences, Sen- tences should average 15 words. Vary paragraph and sentence length. Write in the active voice (I recommend ...) rather than the passive voice (itis recommended + Edit your work and rewrite where necessary. To improve sentences and paragraphs, add to them to convey full meaning, cut out unnecessary words and phrases, and/or rear- range the words. Check your work with the computer spelling and grammar checkers. Have others edit your important work as well. 6.1 Advertising Companies use oral, nonverbal, and written communications to advertise their products +t increase sales. Selecting the best words to sell a product or service is important. How- lever some of the terms used in ads are misleading and even deceptive, although in sorse cases the words are legal For example, some companies use the word "natural on foods that are highly processed, such as products including white sugar So, some question the use of the term natural” Bags Of chips are advertised as being “all natural” which leads people to think they are healthy, ‘when in fact others classify them as junk food. Because obesity has become such a major health problem, the Food and Drug Administration's (FDA) obesity task force is trying to crack down on misleading labels and ads. and is calling for warnings and fines for volztors |. Is it ethical and socialy responsible for food companies to use terms (ike natural”) that can be misleading to increase sales and profits? 2. Should companies use terms that are considered misleading by some but are not legal 3, How would you define "natural"? 4, How should the FDA define "natural so that it is not used to mislead people to buy food thinking that iis healthy, when in fact tis not eprom nny ktm oer a ee in age Denese ceo pn ei der aarp cer anon el atop ape Loma oe oe Gea" ear a feats188 PART 2 TEAM LEADERSHIP ‘The second communication process that leaders are involved in is receiving messages, which includes listening” and responding to messages.”* Responding effectively improves communications.** Let's begin by completing the Self-Assessment 6-1 to determine the level and quality of your listening skills, and be honest. Ze Listening Skills Select the response that best describes the frequency of your actual behavior. Write the letters A, U,F.O,or Son the line before each of the I5 statements. Aalmost always U-usually frequently occasionally ‘Seldom Lieto listen to people talk | encourage ‘others to talk by showing interest, smiling, nodding and so forth. 2. I pay closer attention to people who are more similarto me than | do to people who are diferent from me. 3. evaluate people's words and their non- verbal communication ability as they take 4. avoid distractions fis noisy | suggest moving to a quiet spot. 5, When people come to me and interrupt me when Im doing something, | put what | was doing out of my mind and give them my complete attention. 6. When people are talking | allow them time to finish. de not interrupt, amticipate what they are going to say. or jump to conclusions. 7. Tune people out who do nat agree with iy views. 8, While the other person is taking or pro- fessors are lecturing, my mind wanders to personal topics 9. While the ather person is taking I pay close attention to the nonverbal commu- nication to help me fully understand what ‘they are trying to communicate. 10, 1 tune out and pretend | understand when ‘the topic is dificult for me to understand. |, When the other person is talking | think about and prepare what | am going to say inreply. 12. When | think there is something missing or contradictory,| ask direct questions to get the person to explain the idea more fully 13, When I don't understand something, let the other person know I don't understand, 14. When listening to other people, | try to put myself in their position and to see things from their perspective 15. Dung conversations | repeat back to the ‘other person what has been said in my ‘own words to be sure I correctly under stand what has been sai. If people you talk to regularly were to answer these questions about you, would they hae the same responses that you selected? To find our, have friends fill out the questions with you in mind rather than themselves. Then compare answers. To determine your score, give yourself 5 points for teach A. for each U, 3 for each 2 for each Q.and | for each S for statements 1,4,5,6,9, 12.13, Hand 15. Place the numbers on the line next to your response letter. For items 2,3,7,8, 10,and I the score reverses:5 points for each §,4 for each O,3 for each F,2 for each U, and | for each A. Place these score numbers on the lines next to the response letters. Now add your total number of points. Your score should be between 15 and 75. Pace your score on the continuum below. General, the hgher your score, the better your istening Skil. 15-20-25-30-35-40-45-50-55-60-65-70-75 Por tstener God tener eprom nny ktm oer a ee in age Denese ceo pn ei der aarp cer anon el atop ape Loma oe oe Gea" ear a featsCHAPTER 6 COMMUNICATION, COACHING, AND CONFLICT SKILLS 189 If someone asks us “Are you a good listener,” most likely we would say yes. What was your score on the self-assessment? Unfortunately, a recent survey found that the number thing lacking in new college grads is listening skills 2€ Constant multitasking (including checking screens) is deteriorating our ability to pay attention for long and listen. For how long can you pay attention and listen effectively at school and work? Next time you begin reading a textbook, time how long you can go before you “have” to stop and multitask. By using the message-receiving process below, we can become better listeners. fo improve your listening skills, spend one week focusing your attention on listening by concentrating on what other people say and the nonverbal communications they send when they speak. Notice if their verbal and nonverbal communication are con- sistent. Talk only when necessary, so that you can listen and “see” what others are saying, If you apply the following tips, you will improve your listening skills. The tips are pre sented in the depiction of the message-receiving process (Exhibit 6.1): We should listen, analyze, and then check understanding. © The Message-Receiving Process cone ca? Listening is the process of giving the speaker your undivided attention. As the speaker sends the message, you shot d listen by: + [Raping alention. When people interrupt, stop what you are doing and give them your complete attention before you begin the conversation . ‘Keep your eye on the speaker. Avoid distractions; let your phone “take a message” If you are in a noisy or distracting place, suggest moving to a quiet spot. . not et your mind wander. If it does, gently bring it back or repeat in your mind what the person is saying to force yourself to pay attention, Do not think in reply; just listen, . Do not assume you know what the speaker is going to say, or listen to the beginning and jump to conclusions. Listen to the entire message without interrupting the speaker. eprom nny ktm oer a ee in age Denese ceo pn ei der aera ty Sgn toe aa ome Caps Lr ara Se nn oe yaa pass EE